Welcome! Please sit by school/complex teams West Hawaii Complex - - PowerPoint PPT Presentation

Welcome!

Please sit by school/complex teams

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Developing High Quality Student Learner Outcomes, Part I

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The Educator Effectiveness System

■This is a pilot year ■Feedback is important ■Transparency is key

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Morning Agenda

■ Ice Breaker at Tables ■ Desired Outcomes for Today’s Session ■ Background and Purpose of SLOs ■ 2013-2014 SY Forms and Information ■ The Big Idea and Learning Goals ■ SLOs in PDE3 ■ Break 10:00-10:15 ■ Depth of Knowledge (DOK) – Lunch from11:30-12:30

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Afternoon Agenda

■ Defining the Big Idea ■ Writing Learning Goals ■ Gathering Baseline Data ■ Special Education and SLOs ■ Questions ■ Presentation planning time for school teams

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Ice Breaker

What is your favorite place on the Big Island?

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Desired Outcomes

■ Participants will gain a greater understanding

• f the SLO components

■ Participants will gain a greater understanding

• f the SLO process

■ Participants will gain the knowledge

necessary to present the SLO Part I professional development session to their faculty

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Expectations after this Session

■ Prepare for and present a professional

development session based on the materials covered today

■ PD session will be held in the month of September ■ Ensure that the sign in sheet for the session is

emailed to Kate Tolentino

■ Return to the SLO Part II session on September 25 ■ Prepare for and present part II to your faculty in

October

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WH Timelines for SLOs

■ August 28

SLO Part I Meeting

■ September

Deliver SLO training at schools

■ September

Teachers complete Big Idea and Learning Goals

■ September 25

SLO Meeting Part II

■ October

Deliver Part II at schools

■ October-November Teachers complete remaining SLO components ■ November 20

Draft SLOs due to principals

■ December 20

SLOs approved by principals and uploaded to PDE3

■ April 16

SLO progress/attainment data due to principals

■ May 8

District conducts focused review of SLOs with principals and gathers feedback

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SLO Refresher

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An academic goal for a teacher’s students that is set at the start of a course Reflects the most important learning for the year (or semester) Specific and measureable based on available baseline data Aligned to Common Core, state, or national standards, as well as any other school or complex priorities

What are SLOs?

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• Tested subjects & grades
• Non-tested subjects & grades
• Other Unit 05 licensed professionals

Can be inclusive of all educators and standards

• Setting meaningful goals
• Providing opportunities for collaboration and

feedback across educators sharing goals

• Monitoring progress toward those goals
• Evaluating the extent to which those goals are

achieved using student evidence

Fosters effective professional practice

SLO Opportunities

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Provides a way to build a comprehensive and thoughtful approach that includes the tested subjects/grades, the “non-tested” content area teachers, and

• ther licensed

professionals Student Learning Objectives offer more promise than disconnected assessments for improving practice, but they have various “moving parts”. SLOs comprises four key components that meet the expected criteria found on the SLO rubric. These four components consist of:

• The Learning

Goal

• The

Assessment(s)

• The Expected

Targets

• The Instructional

Strategies

SLOs as a Framework

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• 1. Identify

the learning goal

• 2. Develop or

select assessment(s)

• 3. Establish

targets based

• n data
• 4. Plan instruction

5. Receive initial approval 6. Implement the SLO

• 7. Revise

targets if necessary

• 8. Analyze

assessment results 9. Rating

• f SLO

10. Determine next steps

SLOs as a Process

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Table Talk

What constructs do you have at your school where discussion about SLOs is a natural fit?

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www.doeohr.weebly.com

All SLO documents are located at

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Document Review

State SLO Planning Document

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Document Review

State Non-Classroom Teacher SLO Planning Document

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Student learning objectives on PDE3

Jayne Heinze

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15 Minute Break

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SLO Process Review

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Beginning of the Process

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Teacher Administrator

Determine areas of need for goal setting, learning targets, assessments and administration assessment windows. Ensure SLO process and expectations are implemented. Determine areas of priority that aligns to school needs. Collect evidence on student starting points by reviewing baseline data. Review the teacher’s baseline data and Student Learning Objectives. Complete the SLO template for the chosen course and submit to administrator prior to conference on PDE3. Set schedule for Beginning of Term conference.

Midterm (Optional)

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Teacher Administrator

Schedule the Midterm Check-In with his/her administrator (optional).* *Teacher initiated. Review any Midterm Check-In Forms submitted and examine all available data to evaluate overall progress. Collect and organize important interim student data related to the SLO and submit on PDE3. Determine if approval will be granted for revision request. Submit the Midterm Check-In Form if revisions to expected targets are requested on PDE3.

End of Term

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Teacher Administrator

Schedule the End-of-Term conference with administrator. Review the SLO plan template along with accompanying evidence and End-

• f-Term Reflection.

Collect all final assessment data and any additional information related to expected targets. Submit on PDE3. Submit the completed End-of-Term Reflection prior to the End-of-Term conference on PDE3.

Depth of Knowledge

(DOK)

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Depth of Knowledge

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What is deep understanding

• The type and level of thinking required of students to successfully engage

with and solve a task

• Ways in which students interact with content
• Focus on complexity of content standards and assessment items or task.

“Measures the degree to which the knowledge elicited from students on assessments and performance indicators or through questioning is as complex as what students are expected to know and do as stated in the state standards.”

• -Norman Webb

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Depth of Knowledge

■ Adapted from the model used by Norm

Webb, University of Wisconsin, to align standards with assessments

■ Used by the Council of Chief State School

Officers (CCSSO) for assessment alignment

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What is DOK?

• The degree of depth or complexity of

knowledge reflected in the content standards and assessments

• How deeply a student needs to

understand the content for a given response/assessment

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How Does DOK Work?

Depth of Knowledge is broken into 4 levels. Level One is the most basic level, essentially the “definition” stage. As the levels increase, students must demonstrate increasingly complex mental strategies. Higher levels of DOK require that students solve problems in new and creative ways, and allow for multiple solutions to solve those problems.

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DOK Levels

■ Level 1 Recall and Reproduction ■ Level 2 Skills & Concepts ■ Level 3 Strategic Thinking ■ Level 4 Extended Thinking

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DOK Level Descriptions

Level 1: Recall Recall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed Level 2: Skill/Concept Engagement of some mental processing beyond recalling; the use of information

• r conceptual knowledge; requires making some decisions regarding how to

approach a question or problem Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions Level 4: Extended Thinking Requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time

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More About DOK

■ DOK is about intended outcome, not

difficulty.

■ DOK is a reference to the complexity of

mental processing that must occur to answer a question, perform a task, or generate a product

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DOK Level I Examples

■ List animals that survive by eating other animals. ■ Locate or recall facts explicitly found in text ■ Describe physical features of places ■ Determine the perimeter or area of rectangles

given a drawing or labels

■ Identify elements of music using musical

terminology

■ Identify basic rules for participating in simple

games and activities

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DOK Level 2 Examples

■ Compare consumer actions and analyze

how these actions impact the environment

■ Analyze or evaluate the effectiveness of

literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)

■ Solve a multiple-step problem and provide

support with a mathematical explanation that justifies the answer

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DOK Level 3 Examples

■ Develop a scientific model for a complex

idea

■ Propose and evaluate solutions for an

economic problem

■ Explain, generalize or connect ideas, using

supporting evidence from a text or sourc

■ Create a dance that represents the

characteristics of a culture

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DOK Level 4 Examples

■ Analyze and explain multiple perspectives or

issues within or across time periods, events,

• r cultures

■ Specify a problem, identify solution paths,

solve the problem, and report the results

■ Write and produce an original play

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Caution!

■The Depth of Knowledge is

NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

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Same Verb, 3 DOK Levels

■ DOK? – Describe a model that you might

use to represent the relationships that exist within the rock cycle

■ DOK ? – Describe the differences between

metamorphic and igneous rocks

■ DOK ? – Describe three characteristics of

metamorphic rocks

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Same Verb, 3 DOK Levels

■ DOK ? examine the amendment process of

the West Virginia Constitution, give examples of amendments and explain why they occurred.

■ DOK ? explain how nations benefit when

they resolve conflicts peacefully.

■ DOK ? Use correct geographic terminology

to explain direction, location, time zones, physical features of the earth.

■

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Same Verb, 3 DOK Levels

• DOK ? Explain what family of functions

would best model a particular real-world situation.

• DOK ? Explain the difference between a

linear and a quadratic function.

• DOK ? Explain how the “vertical line test is

useful in determining whether or not a given graph is representing a function.

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Same Verb, 3 DOK Levels

• DOK ? Determine the formula for the area of

a rectangle and explain reasoning through modeling

• DOK ? Demonstrate and model multiplication

(repeated addition, arrays) and division (repeated subtraction, partitioning)

• DOK ? Model, describe, and draw – lines,

rays, angles including right, obtuse, and acute angles.

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DOK can be Cumulative

■ An item/standard written to DOK 3 often

contains DOK 1 and DOK 2 level demands.

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Remember…

■ Depth of Knowledge (DOK) is a scale of

cognitive demand.

■ DOK requires looking at the assessment

item/standard – not student work – in order to determine the level. DOK is about the item/standard – not the student.

■ The context of the assessment item/standard

must be considered to determine the DOK – not just a look at what verb was chosen.

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DOK and the Common Core

■ Pick a standard from the Common Core Learning

Progression

■ Determine the Depth of Knowledge level for that

standard

■ Share the standard and DOK level with your elbow

partner

■ Discuss why you believe it is that DOK level ■ Keep your standard and DOK level determination

handy for an activity in the afternoon session

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Lunch

11:30-12:30

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General Notes/Clarifications

■ Preschool teachers who are BU5 members

do SLOs. They do not participate in Tripod Student Surveys, which are only K-12.

■ TFA teachers do SLOs.

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Some Notes on DOK

■ There are very few Level 4s ■ The SBAC performance tasks are examples

• f Level 4 questions

■ Level 4 tasks are usually extended learning

tasks

■ The central questions are:

– Is this learning that will span the year? – Is this learning essential?

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The Big Idea

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The Big Idea

■ “Big ideas” are the thread that links

units, lessons, and year-to-year

• teaching. They provide a way to focus

daily classroom activity on meaningful

• goals. They are a way to think about our

curriculum that helps us answer the question: Why does it matter?

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Learning Goals

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Learning Goals

■A Learning Goal is a description of

the big ideas (enduring understandings) that students will possess at the end of the interval of instruction based on course- or grade-level content standards.

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Learning Goals Include…

✂a description of what students will be able to

do at the end of the interval of instruction

✂the intended standards that are being taught

and learned

✂shared expectations of standards and

enduring understandings of a school or class for a group of students

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Learning Goal Planning

West Hawaii Complex Area 8.28.13 54 Hawaii Department of Education

Planning Information for Writing the Learning Goal:

• 2. What is the big idea supported by

the learning goal?

• 3. Which content standards are

associated with this learning goal? List all standards that apply, including the text of the standards (not just the code).

• 4. What is the rationale for this learning

goal?

• Why was this goal selected?
• How does it address high

expectations? (DOK level 2 or higher)

Learning Goal Activity

■ Write a Big Idea and Learning Goal for the standard

you chose in the morning activity using the planning questions on slide 54

■ Share your Big Idea and Learning Goal with

someone who is wearing the same color you are

■ Discuss the Depth of Knowledge level in your

Learning Goal

■ Answer the questions under Learning Goal in the

Beginning of the Year SLO Conference Handout

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SLOs and Special Education

■ SPED teachers need to work with their general education grade level or

subject area teachers as they review students’ data and determine their focus for their grade level/ subject area

■ The learning goal and standards should be the same for the general

education and SPED students

■ Each classroom will have different baseline data because each class

has different group of students

■ Consultation between SPED and general education is also necessary

for assessments. may need to be adapted/modified, but need to be similar to the general education assessments

■ Targets must include multiple data sources (one should be the

information in the PLEP of the current IEP) to determine the multiple target groups necessary to meet the needs of all your students

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More on SPED and SLOs

■ Targets must include multiple data sources (one should be the

information in the PLEP of the current IEP) to determine the multiple target groups necessary to meet the needs of all your students

■ If you have 4 or fewer students, you may have individual targets (there

is a rating rubric on page 17 of the SLO Planning Document for these classes)

■ The SPED teacher will prepare students through specialized instruction

and supports to gain the skills and knowledge to be successful in the general education classroom

■ Instructional strategies with SPED students should also support the

strategies used in the general education classroom

■ Instructional strategies should be supported with Supplementary Aids

and Services, Program Modifications and Supports identified in the IEP to meet students’ needs

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Questions

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Planning time for teams

SLO Presentation

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SLO Evaluation

Your exit ticket

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